MULTIDISCIPLINARY AND INTERSECTORAL PRACTICE IN AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD: A NARRATIVE REVIEW ON EARLY INTERVENTION, RIGHTS, AND SCHOOL INCLUSION

Abstract

Autism Spectrum Disorder (ASD) manifests in early childhood with impairments in communication and behavior, requiring timely diagnosis and interventions. This study aimed to analyze recent scientific evidence and normative guidelines regarding multidisciplinary practice, early intervention, and the integration between health and education sectors in supporting children with ASD in their early schooling years in Brazil. This is a qualitative narrative literature review combined with documentary analysis, using searches across SciELO, Google Scholar, CAPES Periodicals, VHL/LILACS, and official ministerial repositories. The findings highlight that early intervention leverages neuroplasticity and fosters child neurodevelopment. The joint performance of physicians, psychologists, speech therapists, occupational therapists, physical therapists, and educators is essential for developing the Individualized Development Plan (IDP), while approaches such as Applied Behavior Analysis (ABA), Augmentative and Alternative Communication (AAC), and family engagement enhance learning and socialization. Although legal frameworks such as the Brazilian Inclusion Law guarantee access to mainstream schools and Specialized Educational Services (SES), persistent challenges remain, including delayed diagnoses, inadequate infrastructure, weak intersectoral articulation, and gaps in continuing teacher education. It is concluded that consolidating inclusive education and comprehensive care for children with ASD depends on overcoming care fragmentation, investing in professional training, and strengthening integrated public policies involving health, education, and the family.